A Summer Course in Cancer for High School Students – An Update on Lessons Taught and Lessons Learned

A Summer Course in Cancer for High School Students – An Update on Lessons Taught and Lessons Learned | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article A Summer Course in Cancer for High School Students – An Update on Lessons Taught and Lessons Learned Xzaviar K. Solone, Siddhi Chitre, Laura Falceto Font, Kimberly N. Espinoza Pereira, and 2 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4632044/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 17 Sep, 2024 Read the published version in BMC Medical Education → Version 1 posted 12 You are reading this latest preprint version Abstract Background : Previous graduate students and postdoctoral associates from the University of Florida Health Cancer Center, in partnership with the University of Florida Student Science Training Program, implemented a cooperative learning curriculum, providing high school students with a broad overview of cancer topics over six weeks over the summer. However, the ongoing shift in education and training delivery initially necessitated by the COVID-19 pandemic has given rise to many discussions surrounding student autonomy and satisfaction. Furthermore, adapting hybrid and distance learning styles has notably influenced student-led collaboration and critical thinking skills. Here, we report on an update of experiences gleaned from the modified curriculum of this course to accommodate hybrid and cooperative teaching. Methods : This pre-post longitudinal observational study evaluated modifications to a cancer biology and therapeutics course. Student performance was assessed using surveys administered before and after the course to determine effectiveness. Results : Student performance tracked over a 7-year period indicated improved cumulative grade averages after modifying the previous curriculum. Post-assessment analysis revealed significant improvements in student benchmark understanding, notably in their ability to define cancer in one sentence (p = 0.0407), identify cancer therapies (p = 0.0040), and recognize cancer hallmarks (p < 0.0001). An increased trend in median response to the likelihood of pursuing cancer research (p = 0.8793) and the possibility of pursuing cancer research (p = 0.4874) were also observed, although not statistically significant. Moreover, feedback from participating students indicated that “the educational activities at the end of class (e.g., escape room, case studies)” and “learning about cancer and getting to work in groups…” the curriculum fostered a positive educational learning environment. Conclusion : Students generally held a positive perception of the course. Post-assessment analysis revealed decreasing trends in students' perception of course difficulty compared to their expectations in the pre-assessment. Constructive feedback centered around fostering collaborative environments, with an observed increase in learner autonomy towards the end of the course, as evidenced by students' growing comfort in leading group case studies and conducting research on topics. We hope that future course directors engage actively and incorporate practical clinical examples for students, especially when introducing or discussing complex issues like cancer. Full Text Additional Declarations No competing interests reported. Supplementary Files AdditionalFile1.pptx AdditionalFile2.docx AdditionalFile3.docx AdditionalFile4.docx Cite Share Download PDF Status: Published Journal Publication published 17 Sep, 2024 Read the published version in BMC Medical Education → Version 1 posted Reviews received at journal 24 Jul, 2024 Reviews received at journal 09 Jul, 2024 Reviewers agreed at journal 05 Jul, 2024 Reviewers agreed at journal 05 Jul, 2024 Reviewers agreed at journal 03 Jul, 2024 Reviewers agreed at journal 02 Jul, 2024 Reviewers agreed at journal 02 Jul, 2024 Reviewers invited by journal 02 Jul, 2024 Editor invited by journal 01 Jul, 2024 Submission checks completed at journal 28 Jun, 2024 Editor assigned by journal 27 Jun, 2024 First submitted to journal 24 Jun, 2024 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4632044","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":329093743,"identity":"0945c8cc-2174-477d-b9f7-8dfab2e8a441","order_by":0,"name":"Xzaviar K. 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